Check to see when your district’s plan was last updated. Check to see if your districts AUP/RUP includes child safety and cyberbullying provisions. Yes, there is a long list. Does it address copyright, plagiarism, and validity of resources? It mentions copyright but not validity of resources. I know our core teachers teach validity of resources. Plagiarism is mentioned in a school policy document. Is the AUP/RUP proactive or reactive (positive or punitive)? It mainly outlines punishment. Does your district require parental signature for students to be able to utilize the Internet, or does it only require a signiture if parents do not wish their child to use the Internet? We require parental signature in order to utilize the internet. How well is the RUP/AUP understood by teachers, students, and parents? I have not seen it for a long time. Maybe I was given one to sign during my first year of teaching. Most parents and students probably won't read it because it's very long. The language of the document is definitely written in legal terms that most middle school students will not understand. Who is involved in revising the AUP/RUP (and the technology plan)? Are teachers, students, and parents included on the committee? Don't know.
Analyze your districts’ AUP/RUP. Compare it to the examples provided in this module. What changes would you make if you were involved in revising it? How might you assure that it is read and understood by all constituents (parents, teachers, administrators, and students)?
If you can find out, who wrote the policy/plan, and what was their reason for doing so. Don't know.
When was this plan/policy written/amended? Don't know.
What teacher professional development is currently in place to assure that all teachers are aware of the policy/plan and know how to implement it in their classrooms? If this is not happening, why. If it is not happening, how might you assist in making this happen? We have none but I can suggest making videos to help teachers become more familiar with the policy. I can also teach them how to search for copyright friendly materials.
How is this policy/plan currently explained/given to parents? registration packet
How is this policy/plan currently explained/given to students? reg packet
What are the key components of the policy/plan? list of technology, general unacceptable behavior, violations and consequences, no access to file storage devices, non-private email message. access to student grades online,
Analyze the key components using the following criteria that has been developed by Melanie Honeycutt & Neill Kimrey from the NC Department of Public Instruction:
Focus on Punishment or Focus on opportunity
Contains only legalese or Contains everyday language
Communicates a vision of students as would be hackers and criminals or Communicates a vision of students as active participants in 21st century learning
Portrays students as potential victims of predators and bullies or Shows parents how and why students are safely learning how to navigate this new world
Hints that computers are an after thought and a “reward” that can be taken away as punishment or Explains that computers are an essential tool in every classroom. privilege
Shows students as passive participants or Shows students as actively engaged in creating and constructing their knowledge
Is the policy heavy on the negative? or Is the policy heavy on the positive?
Is it a discipline policy ? or Is it a usage policy?
Is the policy dis-empowering? or Is the policy empowering?
Does the policy concentrate on the stuff? or Does the policy concentrate on the instruction?
Does the policy focus on what you can’t do? or Does the policy focus on what you can do?
How will you make sure that your co-teachers, students and parents are fully aware of what is in this plan/policy? making a video to teach the policy
Do you think this policy/plan is complete and up-to-date? Why? If not, what needs to be amended?
What content standards will you meet while teaching your students about the AUP/RUP? technology
How might teaching your students about the AUP/RUP help control cyber-bullying? Students will understand the effects of cyber-bullying on others
Module 2
Reflection Questions: 1. How does this information on copyright correspond with what you already know and use in your classroom 2. How are you teaching your students about copyright? 3. How do you model correct use of copyrighted materials in your classroom and in your daily life? 4. Do you observe violations of copyright law in your school or among your associates? If so, what violations have your noticed (perhaps now as a result of reading the above materials), and how might you help people to better understand copyright? 5. Why do you think some people violate copyright law? 6. Why do we have copyright laws?
I already know that work without the copyrighted label can be copyrighted and we should not distribute or copy copyrighted contents. When my students and I make videos, I tell them to use music from jamedo.com and get the images from creative commons part of Flickr. I also teach them how to cite the source. When they do research online, I also tell them not to plagiarize by copying and pasting the content from a website.
I can model correct use of copyrighted materials in my classroom by asking for permission from the author/creator, or just use a small portion of it in the class without posting it on the web. In my daily life, I should not make copies of copyrighted videos or music except when I am making a copy of my purchased music for my personal use or when I record a TV show on my TV recorder.
The most common type of copyright law violations in my school would be the use of copyrighted images in presentation slides or research projects that get posted on the web. Most of us don't realize that when we post school lecture or project on the web, it is no longer covered by the fair use provision. I would show the Interactive Copyright with Cyberbee site to my students and my colleagues to help them better understand copyright.
I think some people violate copyright law because they don't care and others violate the law because they do not understand it fully.
We have copyright laws to protect the right of the author so they may be compensated for their original creation.
. What have your leared about fair use that will help you in your classroom?
I learned that I should consider the following before using copyrighted work:
-the purpose and character of the use
-Is the work published or factual?
-the amount and substantiality of the work used
-Does it affect the financial gain of the original work?
I know I cannot copy workbooks for students. If I record radio or TV broadcasts, I should show it within 10 school days. If I show a rented DVD in class, it can be used for instructional purpose but not for entertainment or reward.
What do you find most confusing about copyright and fair use? What surprised you as you reviewed the above materials? Even though teachers can use copyrighted materials under fair use provision for educational purpose, one needs to know the fine prints such as not recording more than 30 seconds of music or that an old work can belong to a collection of copyrighted work. I didn't know that we cannot have more than 5 images from the same artist/photographer. I didn't think about checking whether or not the downloaded resources is legitimately acquired by the website. I also wasn't aware that there are different ways of citing film, video and online media.
View these videos on copyright and fair use. How might you use them to help your students learn about copyright and fair use?
I can make a Google form quiz to ask students to answer copyright and fair use related questions after viewing the two videos.
Module 3 Think about how you teach digital citizenship in your classroom. How do you integrate this with your academic content? I use a lot of technology this year in my science class. We started with Google apps. Students learned not to share their password with others. Before I let them join the online chatroom, Collaborize Classroom, I was concerned about what they would say about each other so I spoke with my colleague, Karen Brown, about teaching them Nettiquette and the issues of cyberbullying. Karen referred severalI videos on cyberbullying to me. My students were quite impressed by the videos' messages about what could happen to people online. We had no issue using the online chatroom so far. When we made e-portfolios, I reminded them not to include their last name and private information on their sites. I also tell them to keep their Google files as visible with links only instead of being public. When they did a Google presentation, I taught them how to get copyright friendly pictures from creative commons and how to cite their source.
How does your school or district promote good digital citizenship? Our district has an AUP that does mention something about not to defame or harass using district's technology and it mentions not to download anything illegally. However, it does not teach them how to keep their identity safe or how to recognize reliable sources. Most students don't know how to reference their source. Our technology department's approach seems to be shutting down whatever they deem to be social net-working sites. Youtube is blocked to students and they are not allowed to upload files using USB or CD for the fear of introducing computer viruses.
How might you, your school, and/or your district better integrate digital citizenship into the curriculum?
Just recently our principal and 6th grade teachers were suggesting to have a week's worth of lesson on organization, study, note-taking and test-taking skills before we start teaching the academics. Karen and I mentioned that we should also add digital citizenship to that week. It can be taught by core teachers or in elective classes.
What types of cyberbullying have you seen at your school?
The most common type is plagiarism. Kids do it without thinking that anything is wrong with it and they think that no one will know. Recently when I did a Google project with my students using generic accounts that I have created to help them collaborate, someone anonymously deleted other group's slides because they shared the same generic account. When they get on Gmail, they use the chat to send nonsense messages.
Has your staff discussed cyberbulling and how to deal with it? If so, how cyberbullying being addressed?
We have not discussed cyberbulling as a group at our school. Only Karen and I collaborate with each other since we teach the same grade level. Karen turned off the chat function in Gmail. I plan not to use generic accounts in the future. In the Collaborize Classroom, I have control to block inappropriate messages.
Does your school or district’s tech plan or AUP/RUP contain information on cyberbullying and how it is to be handled? What can you do to prevent cyberbullying? Like I have mentioned earlier, our AUP does mention a few what not to do including hacking and the consequences (punishment). It doesn't warn students the danger online, how to stay safe and act responsibly. I think we need to help our students see that crimes committed in the digital world is no different from crimes committed in the non-digital world and teachers need to model good cybercitizenship.
Consider how you might use these and the above information to teach your students about digital citizenship. I would show my students Mrs. Manners' video on digital etiquette and ask them to brainstorm a longer list. They can even make their own movie about a particular etiquette issue.
I think Are You a Good Cybercitizen? from http://www.cybercrime.gov/rules/cybercitizen.htm is just right for young children with solid examples. We can go through each scenario together as a class.
Module 4
As you explore these resources consider how you will teach your students about cyberbullying and what they can do to prevent it. I like the ideas presented in the following link. http://www.hotchalk.com/mydesk/index.php/back-to-school-tips/312-ten-tips-to-prevent-cyberbullying
I will explain to my students why it's wrong to cyberbully others, and the consequences they may face if they try to cyberbully others which may involve law enforcement. Sometimes what they consider to be pranks can end up hurting someone else seriously or get them kicked out of school.
I will tell them to think before they post, not to put anything personal online, face the bully in person, report the bully to an adult, and block the bully. I will also let them know not to support the cyberbully by passing rumors, or participate on the bullying site.
How will you reach out to students who have been victims of cyberbulling?
They may feel embarrassed or ashamed but the right thing to do is to report the cyberbullies and stop them. I will tell them the victimization is not their fault, save all victimization evidence, report to school administrators or law enforcement agency depending on the situation.
How will you help parents to understand the implications and indications of cyberbullying for their children (both as cyberbulliers and as victims).
According to http://www.cyberbullying.us/Cyberbullying_Identification_Prevention_Response_Fact_Sheet.pdf
Victims of cyberbullying may suddenly stop using cell phones or computers, or feel uneasy about going to school or out to the public. They may get depressed enough to have suicidal thoughts. I don't agree with the article's indications of cyberbulliers. According to the article, if a child quickly switches screens when you walk by or gets unusually upset if computer or cell phone privileges become restricted, that would indicate behaviors of bullying. My daughter used to switch off her Facebook screen all the time when we walked by because she didn't want us to look at her private conversation.
As you view these videso think about how you might use them, or the information in them with your students.
I would use the Smart Phone Pictures Pose Privacy Risk video to warn them the danger of posting pictures with GPS information on it. I wasn't aware of this feature before watching this video. I also like to show the Facebook tips about cyberbullying video. Eventhough my students shouldn't have Facebook account, they will have soon as they get older and the tips are good for any social networking site.
Module 5
How can you be sure the information you and your students find represents factual information?
After reading http://novemberlearning.com/resources/information-literacy-resources/ii-information-literacy-quiz-answer-key/
I realize that there is more than just checking the domain extensions. I usually tell students to use .edu or .gov extensions. I didn't know you can look at a site's past history or publisher. However, some of these informations don't tell me much.
How can you find sites that will hold your students’ attention long enough for them to gather the information they need?
I think the key is to find relevant sites that have most of the information they need. I can use advanced search using Boolean terms like AND, OR, NOT or try typing in google.com site:edu + subject matter.
How can you better integrate higher order thinking skills into your curriculum that will help students be better users of the Internet?
I love looking at Cathy Schrock's Guide to Everything. I realize that I have been using higher order thinking skills in my technology based lessons when my students create Google presentations to explain earthquakes, or when they analyze and reflect in their e-portfolio using Google sites. If I can control their video posting, I would like them to create videos explaining scientific concepts using WeVideo. Now that we let our students bring their iPads, I would like to try out the apps mentioned in Cathy Schrock's Guide.
As you view these videos consider how you will approach these two topics with your students. How do you teach these two concepts now? I just tell students not to use wikipedia as their source. Try to use government or educational sites. Don't just copy and paste from the web. Rewrite the information and cite the source. What have you learned or found in this module that will help you as you teach these concepts to your students?
Evaluating Web Page Resources video and the Plagiarism-Don't Do It video will help me teach these concepts. I have learned that plagiarism is not limited to copying text and only common knowledges can be excluded from plagiarism. Also when citing sources, don't just include experts. I can use easybib.com to cite sources. When evaluating web pages, I should consider CRAP (Currency, Reliability, Authority, and Purpose/Point of Vew). It seems to ask When, How, Who, and Why.
At what age should be begin to teach these concepts to students? I feel it should be when they start to research the Internet. Middle school students should definitely learn how to cite sources and not to plagiarize. I don't know when elementary students start to research.
Module 6
What is our resonsibility as educators, parents, students, and citizens to assure that all children, young people, as well as all of the people with whom we intersect, be responsible digital citizens?
It takes the whole community to make responsible digital citizenship a universal issue like public health. As an educator, I should help students understand how to take advantage of technology without falling victim to the perils of technology. I should help parents have conversations with their kids on cyber safety. Parents should be taught how to help students solve online issues instead of just blocking their kids' access to Internet. Students should be the stake holders of their online experience by doing what is right and stopping others if they find inappropriate behavior. They should be taught to behave the same way online as offline. If stealing is wrong offline, then plagiarizing or illegal downloading would be wrong as well. As a digital citizen, we can interact with people on a global scale. The concept of responsible digital citizenship needs to be introduced globally.
Does it address copyright, plagiarism, and validity of resources? It mentions copyright but not validity of resources. I know our core teachers teach validity of resources. Plagiarism is mentioned in a school policy document.
Is the AUP/RUP proactive or reactive (positive or punitive)? It mainly outlines punishment.
Does your district require parental signature for students to be able to utilize the Internet, or does it only require a signiture if parents do not wish their child to use the Internet? We require parental signature in order to utilize the internet.
How well is the RUP/AUP understood by teachers, students, and parents? I have not seen it for a long time. Maybe I was given one to sign during my first year of teaching. Most parents and students probably won't read it because it's very long. The language of the document is definitely written in legal terms that most middle school students will not understand.
Who is involved in revising the AUP/RUP (and the technology plan)? Are teachers, students, and parents included on the committee? Don't know.
Analyze your districts’ AUP/RUP. Compare it to the examples provided in this module. What changes would you make if you were involved in revising it? How might you assure that it is read and understood by all constituents (parents, teachers, administrators, and students)?
Module 2
Reflection Questions:
1. How does this information on copyright correspond with what you already know and use in your classroom
2. How are you teaching your students about copyright?
3. How do you model correct use of copyrighted materials in your classroom and in your daily life?
4. Do you observe violations of copyright law in your school or among your associates? If so, what violations have your noticed (perhaps now as a result of reading the above materials), and how might you help people to better understand copyright?
5. Why do you think some people violate copyright law?
6. Why do we have copyright laws?
I already know that work without the copyrighted label can be copyrighted and we should not distribute or copy copyrighted contents. When my students and I make videos, I tell them to use music from jamedo.com and get the images from creative commons part of Flickr. I also teach them how to cite the source. When they do research online, I also tell them not to plagiarize by copying and pasting the content from a website.
I can model correct use of copyrighted materials in my classroom by asking for permission from the author/creator, or just use a small portion of it in the class without posting it on the web. In my daily life, I should not make copies of copyrighted videos or music except when I am making a copy of my purchased music for my personal use or when I record a TV show on my TV recorder.
The most common type of copyright law violations in my school would be the use of copyrighted images in presentation slides or research projects that get posted on the web. Most of us don't realize that when we post school lecture or project on the web, it is no longer covered by the fair use provision. I would show the Interactive Copyright with Cyberbee site to my students and my colleagues to help them better understand copyright.
I think some people violate copyright law because they don't care and others violate the law because they do not understand it fully.
We have copyright laws to protect the right of the author so they may be compensated for their original creation.
.
What have your leared about fair use that will help you in your classroom?
I learned that I should consider the following before using copyrighted work:
-the purpose and character of the use
-Is the work published or factual?
-the amount and substantiality of the work used
-Does it affect the financial gain of the original work?
I know I cannot copy workbooks for students. If I record radio or TV broadcasts, I should show it within 10 school days. If I show a rented DVD in class, it can be used for instructional purpose but not for entertainment or reward.
What do you find most confusing about copyright and fair use? What surprised you as you reviewed the above materials?
Even though teachers can use copyrighted materials under fair use provision for educational purpose, one needs to know the fine prints such as not recording more than 30 seconds of music or that an old work can belong to a collection of copyrighted work. I didn't know that we cannot have more than 5 images from the same artist/photographer. I didn't think about checking whether or not the downloaded resources is legitimately acquired by the website. I also wasn't aware that there are different ways of citing film, video and online media.
View these videos on copyright and fair use. How might you use them to help your students learn about copyright and fair use?
I can make a Google form quiz to ask students to answer copyright and fair use related questions after viewing the two videos.
Module 3
Think about how you teach digital citizenship in your classroom. How do you integrate this with your academic content?
I use a lot of technology this year in my science class. We started with Google apps. Students learned not to share their password with others. Before I let them join the online chatroom, Collaborize Classroom, I was concerned about what they would say about each other so I spoke with my colleague, Karen Brown, about teaching them Nettiquette and the issues of cyberbullying. Karen referred severalI videos on cyberbullying to me. My students were quite impressed by the videos' messages about what could happen to people online. We had no issue using the online chatroom so far. When we made e-portfolios, I reminded them not to include their last name and private information on their sites. I also tell them to keep their Google files as visible with links only instead of being public. When they did a Google presentation, I taught them how to get copyright friendly pictures from creative commons and how to cite their source.
How does your school or district promote good digital citizenship?
Our district has an AUP that does mention something about not to defame or harass using district's technology and it mentions not to download anything illegally. However, it does not teach them how to keep their identity safe or how to recognize reliable sources. Most students don't know how to reference their source. Our technology department's approach seems to be shutting down whatever they deem to be social net-working sites. Youtube is blocked to students and they are not allowed to upload files using USB or CD for the fear of introducing computer viruses.
How might you, your school, and/or your district better integrate digital citizenship into the curriculum?
Just recently our principal and 6th grade teachers were suggesting to have a week's worth of lesson on organization, study, note-taking and test-taking skills before we start teaching the academics. Karen and I mentioned that we should also add digital citizenship to that week. It can be taught by core teachers or in elective classes.
How might you help the parents of your students teach their children to be good digital citizens?
I can provide links to several related websites on my school site and tell parents about the sites on back-to-school night. I like
http://www.cybercitizenship.org/ and
http://www.commonsensemedia.org/advice-for-parents/be-good-digital-citizen-tips-teens-and-parents.
What types of cyberbullying have you seen at your school?
The most common type is plagiarism. Kids do it without thinking that anything is wrong with it and they think that no one will know. Recently when I did a Google project with my students using generic accounts that I have created to help them collaborate, someone anonymously deleted other group's slides because they shared the same generic account. When they get on Gmail, they use the chat to send nonsense messages.
Has your staff discussed cyberbulling and how to deal with it?
If so, how cyberbullying being addressed?
We have not discussed cyberbulling as a group at our school. Only Karen and I collaborate with each other since we teach the same grade level. Karen turned off the chat function in Gmail. I plan not to use generic accounts in the future. In the Collaborize Classroom, I have control to block inappropriate messages.
Does your school or district’s tech plan or AUP/RUP contain information on cyberbullying and how it is to be handled? What can you do to prevent cyberbullying?
Like I have mentioned earlier, our AUP does mention a few what not to do including hacking and the consequences (punishment). It doesn't warn students the danger online, how to stay safe and act responsibly. I think we need to help our students see that crimes committed in the digital world is no different from crimes committed in the non-digital world and teachers need to model good cybercitizenship.
Consider how you might use these and the above information to teach your students about digital citizenship.
I would show my students Mrs. Manners' video on digital etiquette and ask them to brainstorm a longer list. They can even make their own movie about a particular etiquette issue.
I think Are You a Good Cybercitizen? from
http://www.cybercrime.gov/rules/cybercitizen.htm is just right for young children with solid examples. We can go through each scenario together as a class.
Module 4
As you explore these resources consider how you will teach your students about cyberbullying and what they can do to prevent it.
I like the ideas presented in the following link.
http://www.hotchalk.com/mydesk/index.php/back-to-school-tips/312-ten-tips-to-prevent-cyberbullying
I will explain to my students why it's wrong to cyberbully others, and the consequences they may face if they try to cyberbully others which may involve law enforcement. Sometimes what they consider to be pranks can end up hurting someone else seriously or get them kicked out of school.
I will tell them to think before they post, not to put anything personal online, face the bully in person, report the bully to an adult, and block the bully. I will also let them know not to support the cyberbully by passing rumors, or participate on the bullying site.
How will you reach out to students who have been victims of cyberbulling?
They may feel embarrassed or ashamed but the right thing to do is to report the cyberbullies and stop them. I will tell them the victimization is not their fault, save all victimization evidence, report to school administrators or law enforcement agency depending on the situation.
How will you help parents to understand the implications and indications of cyberbullying for their children (both as cyberbulliers and as victims).
According to http://www.cyberbullying.us/Cyberbullying_Identification_Prevention_Response_Fact_Sheet.pdf
Victims of cyberbullying may suddenly stop using cell phones or computers, or feel uneasy about going to school or out to the public. They may get depressed enough to have suicidal thoughts. I don't agree with the article's indications of cyberbulliers. According to the article, if a child quickly switches screens when you walk by or gets unusually upset if computer or cell phone privileges become restricted, that would indicate behaviors of bullying. My daughter used to switch off her Facebook screen all the time when we walked by because she didn't want us to look at her private conversation.
As you view these videso think about how you might use them, or the information in them with your students.
I would use the Smart Phone Pictures Pose Privacy Risk video to warn them the danger of posting pictures with GPS information on it. I wasn't aware of this feature before watching this video. I also like to show the Facebook tips about cyberbullying video. Eventhough my students shouldn't have Facebook account, they will have soon as they get older and the tips are good for any social networking site.
Module 5
How can you be sure the information you and your students find represents factual information?
After reading http://novemberlearning.com/resources/information-literacy-resources/ii-information-literacy-quiz-answer-key/
I realize that there is more than just checking the domain extensions. I usually tell students to use .edu or .gov extensions. I didn't know you can look at a site's past history or publisher. However, some of these informations don't tell me much.
How can you find sites that will hold your students’ attention long enough for them to gather the information they need?
I think the key is to find relevant sites that have most of the information they need. I can use advanced search using Boolean terms like AND, OR, NOT or try typing in google.com site:edu + subject matter.
How can you better integrate higher order thinking skills into your curriculum that will help students be better users of the Internet?
I love looking at Cathy Schrock's Guide to Everything. I realize that I have been using higher order thinking skills in my technology based lessons when my students create Google presentations to explain earthquakes, or when they analyze and reflect in their e-portfolio using Google sites. If I can control their video posting, I would like them to create videos explaining scientific concepts using WeVideo. Now that we let our students bring their iPads, I would like to try out the apps mentioned in Cathy Schrock's Guide.
As you view these videos consider how you will approach these two topics with your students.
How do you teach these two concepts now?
I just tell students not to use wikipedia as their source. Try to use government or educational sites. Don't just copy and paste from the web. Rewrite the information and cite the source.
What have you learned or found in this module that will help you as you teach these concepts to your students?
Evaluating Web Page Resources video and the Plagiarism-Don't Do It video will help me teach these concepts. I have learned that plagiarism is not limited to copying text and only common knowledges can be excluded from plagiarism. Also when citing sources, don't just include experts. I can use easybib.com to cite sources. When evaluating web pages, I should consider CRAP (Currency, Reliability, Authority, and Purpose/Point of Vew). It seems to ask When, How, Who, and Why.
Which of the above resources have been the most helpful for you?
Information Literacy Resources | November Learning
Evaluating Web Pages: Techniques to Apply & Questions to Ask
Plagiarism Prevention: How to Detect Plagiarism
At what age should be begin to teach these concepts to students?
I feel it should be when they start to research the Internet. Middle school students should definitely learn how to cite sources and not to plagiarize. I don't know when elementary students start to research.
Module 6
What is our resonsibility as educators, parents, students, and citizens to assure that all children, young people, as well as all of the people with whom we intersect, be responsible digital citizens?
It takes the whole community to make responsible digital citizenship a universal issue like public health. As an educator, I should help students understand how to take advantage of technology without falling victim to the perils of technology. I should help parents have conversations with their kids on cyber safety. Parents should be taught how to help students solve online issues instead of just blocking their kids' access to Internet. Students should be the stake holders of their online experience by doing what is right and stopping others if they find inappropriate behavior. They should be taught to behave the same way online as offline. If stealing is wrong offline, then plagiarizing or illegal downloading would be wrong as well. As a digital citizen, we can interact with people on a global scale. The concept of responsible digital citizenship needs to be introduced globally.